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TELECOLLABORATION A way to engage foreign language learners in an organized partnership, linking language learners in one part of the world with learners in other parts of the world for reciprocal learning of languages and cultures (Cziko, 2004; Sauro, 2013) 1

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RESEARCH QUESTIONS 1.How do telecollaborators beliefs in corrective feedback change over a semester? 2.What is the relationship between learner beliefs and practices regarding corrective feedback? 3.What is the relationship between learner beliefs and the rate of uptake? 6 Longitudinal development of beliefs (both giving and receiving) Interaction between beliefs and practices about giving corrective feedback Interaction between beliefs and uptake (receiving corrective feedback)

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METHOD Participants: 12 pairs of college students in Japan and the U.S. (12 JFL and 12 EFL learners) EFL learners in Japan more experienced in telecollaboration 5 f-f pairs, 6 m-m pairs, & 1 m-f pair Settings: Skyped half the time in Japanese and the other half in English Participants were strongly encouraged to give feedback as much as possible 9

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Why? a.Sometimes I know the correct form and know that my partner's form is wrong, but I don't know why it is technically wrong, and therefore unable to give a technical explanation of why it is wrong... For me, I found it easiest to simply say the correct form in response. (Learner of Japanese in the U.S.) a.The third one [recast] was easy because I could correct my partner without interrupting the conversation. (Learner of English in Japan) 18

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Why? (Cont.) c.The one I checked [recast] was easy because I got what he was trying to say, and I put it into a more correct English sentence. It was more difficult for me to repeat errors because I would just correct them on the fly. (Learner of Japanese in the U.S.) d.I usually tried to say the correct form in response but sometimes my partner did not pick up on it. In that case I would explicitly correct her, which was usually easier. (Learner of Japanese in the U.S.) 19

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LEARNER BELIEF Individual Data 1.Most JFL learners in the U.S. changed beliefs while most EFL learners in Japan did not 2.Two types of participants observed: (i) Those who prefer the same feedback type for both giving and receiving and (ii) Those who prefer a more/less explicit feedback method in giving than in receiving 20

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DISCUSSION: RQ1 RQ1: How do telecollaborators beliefs in corrective feedback change over a semester? The majority of learners prefer to get corrected throughout the semester Many changed beliefs in preference for recasts early in the semester Many learners expressed challenging experience in using non-recast feedback Feedback-uptake adjacency pairs (Lyster & Ranta, 1997) may not be natural in telecollaboration 21

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DISCUSSION: RQ1 (Cont.) More about Recasts: Recast was considered immediate, least intrusive, and easy to give Several participants also shed light on the time-saving aspect of recast Time pressures and institutional constraints may have influenced participants interpersonal contact (Ware, 2004) 22 Recast is pedagogically expeditious, less threatening to student confidence, and less intrusive to the flow of interaction (p. 551). Recast differs from explicit correction in that the former remains focused on form while the latter requires a shift of attention from meaning to form. (Loewen & Philp, 2006)

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DISCUSSION: RQ2 RQ2: What is the relationship between beliefs and practices regarding corrective feedback? Native speakers of Japanese (NSJ) rarely used pedagogical types of feedback (i.e. elicitation, metalinguistic feedback, repetition, or clarification request) Focus on communication over form? Beliefs The majority of experienced collaborators in Japan did not provide corrective feedback more than half the time Tutor style vs. Partner-and-play style? Identity construction 26 I always felt that there should be a better way to help my partner, but I believe that our conversation went well thanks to the creative tasks and my partners diligent effort to express himself. Such attitudes actually changed me as a tutor and that became my motivation to assist his learning. (Naoki)

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DISCUSSION: RQ3 RQ3: What is the relationship between learner beliefs and the rate of uptake? 6/6 JFL learners most successfully repaired feedback that was provided through the method that aligned with ones belief Kartchava and Ammar (2013) The six learners correctly incorporated about half of the recasts; The rate of uptake was sometimes higher when feedback was given through recasts than when explicitly corrected Lyster & Ranta (1997) Mackey (2012) 28

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CONCLUSION Recasts considered most preferable: Immediate, least intrusive, time-saving, and easy to give Training participants to give recasts? Participants in educational telecollaboration projects are in a paradoxical situation: Focus on form (Tutor) vs. Focus on communication (Partner/Friend) One-shot corrective feedback workshop may not be enough Focus-on-form activities before and after a Skype session Tasks that naturally prompt focus on form & cultural exchange Beliefs influence the rate of uptake Discussing ones favorite way to give and receive feedback? 29